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Teacher quality
Principal leadership
Parent involvement
This school is average with a good dose of parent involvement that keeps it afloat. LAUSD gets a great name because of test scores and all of the tireless hours that the parents dedicate to their own kids. Parents also contribute a signficant amount to the district financially. We experienced an awful year with a teacher whose name rhymes with "tin" where our child was literally swept under the rug because our child wasn't a shining star. So much for the great teaching that supposedly goes on here. Sadly, a good handful of teachers here and throughout all schools are protected by tenure. They literally can never get fired. In fact, our former teacher was so awful that she was transferred to Hopkinson from another campus years ago, shifted from grade to grade, has had numerous confrontations with families and staff, yet she's still collecting a paycheck. Awesome. Look elsewhere.
—Submitted by a parent
Great place to be a kid! Strong sense of family among the students, staff, and parents. Students are challenged with strong academics and ever increasing technology. Cannot imagine my kids to going anywhere else!
—Submitted by a parent
My daughter finished kindergarten last year and had an excellent experience. I am a teacher and I am amazed at all that she learned last year and how excited that she was about each day of school. Thank you Mrs. Haas!
—Submitted by a parent
This is our second year at Hopkinson Elementary and we LOVE LOVE LOVE it!!! My daughter was in Kindergarten last year and had Mrs. Flynn, she is kind, sweet and GREAT with the kids and parents. She is there to offer your child the best possible start to school she possibly can. My younger daughter has her this year and can not be more excited about all that this year has in store. Dr. Stewart the Principal is second to NONE! She cares for each and every student and it shows. Parent involvement is what makes this school so special. Parents are there everyday giving their time, energy and money to the school. Parent support and involvment is what makes this school so special.
—Submitted by a parent
The parent involvement at Hopkinson keeps the school spirit high. A very friendly, close-knit community. Our first grade year, however, left a lot to be desired. Just remember, parents, if your child is doing packet after packet of workbook pages daily....this is not teaching. We were stuck with what I consider a lazy teacher who relied on workbook pages and worksheets as her routine. Not the well-rounded education that we thought we'd get. Be careful of what's going on in your child's room.
—Submitted by a parent
Hopkinson is a great school! The parent involvement is tremendous. We have great teachers who truly care about our children. FOH funds additional enrichment like our wonderful music teacher. This is in addition to our strong academics! Hopkinson is an all around great school!
—Submitted by a parent
Great school. My child had a great 1st grade teacher that really excelled him in his academics. The parent volunteering was huge. This is a good sign of the type of people you will be surrounded by.
—Submitted by a parent
The principal is very 'visible' and friendly too all. She is very proud of the students and positive with them. We just wish that the principal would take a good hard look at what is truly going on in some of her classrooms. We were told that all teachers work together and cover the same materials at each grade level, but we have noticed that the teaching in some rooms far outshines others. Our child's teacher, this year, definitely needs a mentor so that she can work on a new teaching style. The day-to-day paper&pencil seat work that we experienced this year was sad. So disappointing that she and other teachers are not supervised more closely.
—Submitted by a parent
My second child will graduate from Hopkinson this month and as a parent, I have been extremely pleased with the experience of both daughters. Parents SHOULD be engaged in their child's education and for those who feel the sole repsonsibility falls on the teachers and school, wake up! This is great school to start your child's educational growth with excellent teachers who are happy to be there and a very supportive community base that provides needed financial backing. Congrats to Dr. Stewart and the teachers on your recognition as an exceptional elementary school.
—Submitted by a parent
I agree with the 'middle' student review below. The school (as well as the district) isn't prepared to deal with students requiring some help. The principal is very happy to sit back on test scores and disregard these students. Teachers aren't given any direction on how to deal with these kids, nor do they want to deal with the extra work required. Be prepared to lose 2 months of learning prior to STAR testing, while students prep. to test. First rate music program and some really wonderful teachers, but if you're looking for your 'average' child to leave with self-confidence, look elsewhere.
—Submitted by a parent
This is a great school education wise and for parent involvement. But they really need more workers watching the K/1st graders at lunch and afterlunch recess. There are only 2 ladies watching at least 200 kids. There has been bullying at these times, and the lunch ladies do not see it. The parents donate so much money to this school, and some of it should be used for extra lunch people to watch our kids and keep them safe.
—Submitted by a parent
The school is a great, extraordinary even, school for the 'middle' child. However, if your child is exceptional (either positively or negatively), forget about it. They simply are not prepared. The teachers and counselors, as a rule, do not have the desire to put in any extra to help guide the stand-out student. In fact, they are hostile and make you feel bad for even asking for guidance. I do have names of teachers I would advise you to stay away from, but I believe that is against the guidelines of the site. All that being said, I would not hesitate to send another child to this school. I love the community and the involvement of the parents is second to none.
—Submitted by a parent
Unfortunately, it sometimes works against you if you are not a parent who demands to check in, (aka 'volunteer' in the classroom). What happened to trusting in what we have at Hopkinson, including a passionate and competent administrator. I agree that there are parents who need a reality check, but the staff also knows which parents are high maintanance.
—Submitted by a parent
I think this is a great school but is a little big. I am a little concerned about the Kindergartners being so close to the street.
—Submitted by a parent
Hopkinson is an awesome school. The staff is wonderful and the students are great at including my son in activities. The school has a world class music program and music teacher as well as an excellent arts program.
—Submitted by Tim McIntyre, a parent
I am happy my child attends Hopkinson. Wonderful teachers, support staff and principal. Stay clear of the snarky parents.
—Submitted by a parent
Dealing with this school has been a very pleasent experince should every one be so lucky the teachers really left a good impression on my daughter and she scored 97 and up in the STAT 9 tests on everything they have a great arts program and lots of quality school functions excellent parent involvment a very well rounded school.
—Submitted by greg b, a parent
Many parents at this school are bent on creating superficial, overstressed children and creating an atmosphere of competition. I love the principal and teachers; however, my advice is to stay far, far away from the PTSA/Friends of Hopkinson parents - they're over obsessed! Yikes!
—Submitted by a parent
High level of parent involvement. Well rounded curriculum. Warm environment.
—Submitted by a staff
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
101 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
117 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
118 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
106 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
108 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
105 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
104 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 86% |
| Females | 90% |
| Males | 83% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 78% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 88% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 87% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 83% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 96% |
| Females | 98% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | 97% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 96% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | n/a |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 85% |
| Females | 89% |
| Males | 80% |
| African American | n/a |
| Asian | 90% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 86% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 68% |
| Parent education - college graduate | 80% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 95% |
| Females | 93% |
| Males | 97% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 96% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 96% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 96% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 89% |
| Parent education - college graduate | 96% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 95% |
| Females | 100% |
| Males | 88% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 94% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 94% |
| Students with disability | n/a |
| Students with no reported disability | 94% |
| English learner | n/a |
| Fluent-English proficient and English only | 95% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 94% |
| Parent education - college graduate | 90% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 100% |
| Females | 100% |
| Males | 100% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 100% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | 100% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 100% |
| Students with disability | n/a |
| Students with no reported disability | 100% |
| English learner | n/a |
| Fluent-English proficient and English only | 100% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 100% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 90% |
| Females | 88% |
| Males | 91% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 73% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 91% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 59% |
| Parent education - college graduate | 97% |
| Parent education - graduate school/post graduate | 98% |
| Parent education - declined to state | n/a |
| All Students | 85% |
| Females | 84% |
| Males | 87% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 50% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 92% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 86% |
| Students with disability | n/a |
| Students with no reported disability | 85% |
| English learner | n/a |
| Fluent-English proficient and English only | 86% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 67% |
| Parent education - college graduate | 86% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
| All Students | 90% |
| Females | 84% |
| Males | 94% |
| African American | n/a |
| Asian | n/a |
| Filipino | n/a |
| Hispanic or Latino | 64% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | 94% |
| Economically disadvantaged | n/a |
| Non-economically disadvantaged | 89% |
| Students with disability | n/a |
| Students with no reported disability | 89% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | n/a |
| Parent education - some college (includes AA degree) | 76% |
| Parent education - college graduate | 92% |
| Parent education - graduate school/post graduate | 96% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
White (not Hispanic)
All students
Non-economically disadvantaged
Students with no reported disability
Fluent-English proficient and English only
Gifted and talented
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| White | 68% | 27% | ||
| Asian | 14% | 11% | ||
| Hispanic | 12% | 51% | ||
| Two or more races | 4% | 3% | ||
| Black | 2% | 7% | ||
| Hawaiian Native/Pacific Islander | 1% | 1% | ||
| American Indian/Alaska Native | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program 1 | 3% | N/A | 54% |
| English language learners 2 | 2% | N/A | 24% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 27% | 85% | ||
| Japanese | 18% | 0% | ||
| Korean | 18% | 1% | ||
| Vietnamese | 18% | 2% | ||
| Filipino (Pilipino or Tagalog) | 9% | 1% | ||
| Russian | 9% | 0% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 14 | N/A | 11 |
| Average years teaching | 15 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 100% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |


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12582 Kensington Road
Los Alamitos,
CA 90720
Phone: (562) 799-4500
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